Generative Learning Activities that Improve Understanding of Science Lessons

Investigation of Self-Explanation

This project examines how self-explanation can benefit learners both in an immediate test and a delayed test. Self-explanation is the process of explaining information to yourself as you learn and has shown to be an effective learning tool in prior research. This study specifically compares how well people learn from a lesson on greenhouse gases when they are prompted to use self-explanation compared to when they are given an explanation.

Investigation of Note-Taking Practices

This project examines the effect of taking notes during a college lecture. We examine how students take notes without any specific prompting of note-taking, and also how different forms of note-taking affect student learning.

Investigation of Other Generative Activities

Other projects examine the effects of asking students to engage in generative learning activities - such as prompting students to summarize each section of the lesson, create a graphic organizer, or make a drawing that depicts the words in the lesson - during learning from a computer-based lesson.